From: web-form@Oswego.EDU Sent: Tuesday, March 11, 2008 8:03 AM To: ucc@oswego.edu Subject: Web Form: Course_Submission Department_Chair: Stephen Rosow Department_Chair_Email: rosow@oswego.edu Additional_Contact: Jeff Schneider/Casey Raymond Additional_Contact_Email: schneidr@oswego.edu, craymond@oswego.edu Course_Number: GLS 316 Course_Type: New Course Course_Title: Impact and Influence of Fermentation Science in a Global Society Catalog_Description: An investigation of the impact and influence of fermentation science on a global society. The course will address the production of alcohol, bread, cheese, and other fermented products and the role in global societies for fuel, subsistence, pleasure, and commerce. This course will meet as a quarter course and involves a mandatory international trip to learn how other cultures and societies make use of this science. Prerequisites: CHE 101/CHE 101L or CHE 111, and either BIO 101 or BIO 120 Sp_every Spring: Yes Semester_Hours: 3 Justification: This course will provide a new general education Intellectual Issues-Explorations in the Natural Sciences opportunity for SUNY Oswego students. This course will be available to any student on campus meeting the prerequisites. We expect this course to be limited to <20 students per year, due to the study abroad component. The course will be taught building upon a basic science knowledge and will explore the connections between scientific disciplines. The course will also explore how fermentation science connects with history, culture, art, and other areas of a global society. Furthermore, the course addresses established goals of the campus, including the 2006-2007 Academic Affairs Goal to identify additional strategies for increasing students learning about international and global perspectives and the 2006 Charge to the Advisory Board of OIEP to promote student participation in study abroad and exchange programs. The goal of this course is to provide an opportunity for students to explore and develop an appreciation for the interconnections of science with other disciplines in a global context, using a multidisciplinary format. Course_Objectives: This course will explore the impact of fermentation and distillation science on the global society. The course will build upon basic science principles to develop an understanding of the interdisciplinary nature of science. The course will also explore how fermentation science connects with history, culture, art, and other areas of a global society. Furthermore, the course will allow the students to develop an understanding of the connections between science, technology, history, and culture. The overall goals of this course are for the students to gain an understanding of the scientific principles involved in fermentation and develop and appreciation of the impact of fermentation on the global society. Students in previous courses have demonstrated achieving these goals and two specific examples are given below. A student journal was used by the Alumni Association in the Summer 2007 Oswego Alumni Magazine. We also strongly encourage the students to eat locally and many of them have realized the importance of cheese and bread (both fermented products) in daily life. Several of the students that went to Belgium discovered that it was possible to “respect a beer” and only have one or two while chatting with friends. They also realized, no one was “slamming beers” or “doing shots”. One of the greatest realizations was that university students in Belgium did not know any “drinking games” which drove home the idea of responsible and social uses of alcohol. Although there are places within the United States (including Oswego, NY) where students might witness similar events, placing the students in a completely foreign environment, makes a more dramatic impact as the students are outside their normal realm of experiences and are generally more observant of their surroundings. Course_Description: Methods of Instruction: This quarter course is composed of two portions: an on-campus component and an international component. The on-campus component meets for seven (7) weeks for two (2) hours per week in a lecture setting. The international component follows the on-campus component and is a 7-10 day field experience. Means of Evaluation: The final course grade will be determined through a combination of evaluation tools, in the following way: A typical grading scale based on the evaluation tools below is: A, >368 points(92%); A-, 367-360 points(90%); B+, 359-352 points(88%); B, 351-328 points(82%); B-, 327-320 points(80%); C+, 319-312 points(78%); C, 311-288 points(72%); C-, 287-280 points(70%); D+, 279-272 points(68%); D, 271-248 points(62%); D-, 247-240 points(60%); E, <239 points Homework Assignments (100 pts): These will require the application of the scientific principles, discussed in lecture and from the Knowledge Foundation Courses in the Natural Sciences. These assignments include mathematical problems and short answer and multi-paragraph responses. These assignments also include questions which require students to consider the implications of fermentation science, such as "Is E-85 a reasonable, socially responsible, alternative to gasoline? Consider the energy requirements for production, the energy out, the emission output, and indirect results, such as the rising cost of other grain crops in your answer." • Midterm Examination (100 points): This in-class, one-hour examination will be based on the lecture discussions and the homework assignments. It will include a combination of calculated responses, short answer, and short (2-4 paragraph) essays. • Final Examination (100 points): This in-class, one-hour examination will be based on the lecture discussions and the homework assignments. It will include a combination of calculated responses, short answer, and short (2-4 paragraph) essays. • Journal Assignments (100 points): We require students to keep a daily journal of their experiences during the international component of the course. Students are encouraged to use these journals to chronicle their experiences. In addition to this use, we assign 5-7 specific questions the students must address. These questions will vary with the destination and the exact course content in each semester, but will be motivated by the location of the international component. Samples of journal assignment questions: 1. Belgium: Discuss the development of the Rodenbach Brewery and how the beer produced is unique to the brewery and region. Discuss the development of the Cantillon Brewery and how the beer produced is unique to the brewery and region. Visit a café, order something, and address the following: What did you order? Why? Did you enjoy it? What were others doing? [In Belgium it is very common to observe people stopping at cafés at all hours (9:30 AM-10:00 PM) to have a snack and/or a drink, be it hot chocolate (fermented), tea (fermented), wine(fermented), beer (fermented), or water. In nearly every case, the people consume their beverage while talking to a companion, reading a newspaper, or just relaxing. Most importantly, the students will observe someone relaxing and truly appreciating whatever was ordered, as opposed to rushing just to get to the next event or drink. The students will also observe that it is rare for a person to order more that one drink.] After visiting Brugge and viewing the Parade of the Holy Blood on Ascension Day, discuss your impressions of Brugge, De Halve Maan Brewery, and the impact of religion on the peoples of Brugge. After visiting Ieper and the In Flanders Field museum, comment on the history of Ieper and the impact World War I and the use of chemical weapons had on the region. Comment on your impressions of the regional public transportation system that we have used extensively. Would this system work within the United States? [Although this question does not directly relate to fermentation science, it is an important aspect to understand European society and culture, particularly in the Flemish portions of Belgium. 2. Scotland: Discuss the history of the International Centre for Brewing and Distilling at Heriot-Watt University and its role in the Scottish fermentation business. Visit a café or pub, order something, and address the following: What did you order? Why? Did you enjoy it? What were others doing? [In Scotland it is very common to observe people stopping at cafés/pubs after work or in the evening to meet with friends and have a snack and/or a drink, be it hot chocolate (fermented), tea (fermented), beer (fermented), whisky (fermented and distilled) or water. In nearly every case the people consume their beverage while talking to a companion, reading a newspaper, or just relaxing. Most importantly, the students will observe someone relaxing and truly appreciating whatever was ordered, as opposed to rushing just to get to the next event or drink. The students will also observe that it is rare for a person to order more that a couple of alcoholic drinks in an evening.] Discuss your observations of the fermentation and distillation process at the Oban Distillery. How were the principles discussed in class applied? What has changed or modified the process over time? Discuss your observations of the fermentation and distillation process at the Glenfiddich/Balvenie Distillery. How were the principles discussed in class applied? What has changed or modified the process over time? Why is it unusual that Balvenie still malts at least some of the own grain? How has water, its source and chemistry, impacted the development of the whisky industry? 3. Czech Republic: Discuss how the water quality in the Czech Republic, particularly Bohemia, contributed to the style of beer in the region. What was the historical impact of this beer style? Visit a café or pub, order something, and address the following: What did you order? Why? Did you enjoy it? What were others doing? After visiting the Czech National Wine Salon, discuss the impact of the fall of communism and the inclusion of the Czech Republic in the European Union on the wine industry. Course Requirements: The students are required to attend class, submit homework assignments, take both examinations, attend a demonstration of fermentation, obtain a passport, file the appropriate paperwork with the Office of International Education Programs, complete the international component of the course and the associated journal assignments, obey the policies set out in the SUNY Oswego Student Handbook, and be responsible and courteous representatives of SUNY Oswego. Course Content: As an international studies quarter course, a significant portion of the learning takes place abroad. Students will have an opportunity to directly witness the impact of fermentation on other cultures and societies, thereby forming their own informed opinions on the role of fermentation in society. The on-campus component of the course introduces the science and practice of fermentation in a lecture setting. This provides the introduction to topics which the students will experience during the international component. This arrangement will allow the students to focus on the impacts of fermentation in an international setting, without also needing to learn the science involved simultaneously. It is the intent that the on-campus component will provide the foundation for students to experience the cultural and social implications of fermentation in an international setting first-hand. We will generally have a hands-on day where the students will participate in making bread and cheese and seeing how beer is brewed. Typical, but not limiting, course content for the on-campus component is: I. What is a fermented product? The diverse list of fermented products below demonstrates that fermentation is a global staple and allows this course to vary its content based on the location of the international component. (Bamforth2005; Tamime; Pilcher; Beckett; Hansen and Schieberle) • Milk: Cheese, Yoghurt, Kefir, Quark, Lassi, Buttermilk, Butter • Meat: Salami, Dauerwurst • Vegetables: Pickles, Sauerkraut, Kimchi, Olives • Cocoa: Chocolate • Tea • Legumes: Soy Sauce, Miso • Fruit, including grapes: Wine, Cider, Vinegar, Brandy • Grasses: Rum • Cacti: Pulque, Tequila • Honey: Mead • Grains: Bread, Beer, Sake II. Science of Fermentation A. Historical Context (Dressler and Potter; McGee; Hornsby; Lipman; Geisen; Todhunter; Hansen and Schieberle; El-Mansi, et al.; Barnett) 1 Lavoisier (1789) and Gay-Lussac (1810) define that fermentation was the conversion of sugar into ethanol and characterized the proportions of the reaction. 2. Conflict between Biology and Chemistry a. In the 1830s, Charles Cagniard de la Tour and Theodor A. H. Schwann proposed that fermentation was caused by a living organism. b. In the 1830s, J.J. Berzelius, Justus von Liebig and Freidrich Wöhler proposed that fermentation is a chemical reaction. c. In the 1850s and 1860s, Louis Pasteur reported lactic acid fermentation in competition with alcoholic fermentations. This led to the characterization of many other chemical products as a result of fermentation, which could not result from a single chemical reaction. d. In the 1860s, Mortiz Traube and Marcelin Berthelot reported a "soluble ferment" resulting from lysed yeast cells. e. In the 1870s, many subscribed to Pasteur's view, including Wilhelm Kühne, who proposed that the work is performed by enzymes. B. Fermentation Process: Fermentation is the conversion of sugar to either ethanol or lactic acid under anaerobic conditions. (Bamforth-2005; Lewis and Young; Hughes and Baxter; Beckett; Tuite and Oliver; Bering; McClure; Barnett; Eddy and Barnett) 1. Typical Microorganisms a. Bacteria i. Gram negative: Acetobacter ii. Gram positive: Lactobacillus b. Fungi i. Gram negative: Penicillium ii. Gram postitive: Saccharomyces 2. General Metabolic Pathway (Organisms gain energy, in the form of ATP, from the process of converting sugar in pyruvate. Why does the organism convert pyruvate to ethanol or lactic acid?) 3. Specific Applications: This component is variable and is based on the location of the international component. The general breakdown is given, followed by specific examples. a. Source of sugars i. Initially present: fruit, milk, vegetables, honey ii. Grains (Lewis and Young; Hough; Pelter and McQuade) · Malting · Mashing b. General processing and use of products c. Alcohol Specific Content (Lewis and Young; Fix; Baxter and Hughes; Bamforth-2005; Lewis and Bamforth; Bamforth-2006, McGee; Bering; McClure) Wine is addressed in section C.1.a as the source of sugar is already present. i. Beer · Water: The water chemistry of a specific locality is directly related to the types of which historically developed. Examples include the classic dry stout, most often associated with Guinness and Dublin, Ireland. This style resulted from the Porter style, which was popular in London in the 1700s. However, Dublin's water has a higher calcium carbonate content and required a much more roasted malt to obtain an appropriate pH for mashing and brewing. The result was a drier, more roasted version of a porter, which became known as dry stout. · Malt: The advent of malting techniques, particularly the ability to dry malt at low temperatures, lead to the generation of many new styles of beer. The most classic example of this is the very pale pilsner/pilsener which developed in Bohemia/the Czech Republic. This style is also the result of the local water chemistry and the available, wild yeast. · Hops: These were added originally as a flavoring, along with many other items, such as seaweed, heather blossoms, spruce boughs, spices, fruits. It was soon determined that hops extended the shelf of beer and this led to the development of a now, classic style, the India Pale Ale (IPA). This ale developed in England was higher in alcohol content and in hop bitterness to survive the long voyage to India by ship. Moreover, the Belgian beer Lambic is prepared with old hops for the preservative benefit without significant flavoring. · Yeast: There are two main types of yeast used in brewing: Saccharomyces cerevisiae (top fermenting/ale) and Saccharomyces uvarum/Saccharomyces carlsbergensis (bottom fermenting/lager). Historically, these yeast types were isolated from local wild-types and current manufacturers of yeast have more than 100 specific strains available. In addition, some beers are still produced with wild yeasts. One example is Lambic (Guinard), which is only produced within about 20 km of Lembeek, Belgium. ii. Distilled Spirits · For consumption · For energy, such as the gasoline replacement E85. Comparisons of different governmental roles in alternate fuels, e.g. such as the use of corn in the U.S. versus the use of sugar cane in Brazil. 4. Alcohol in the body (Hughes and Baxter; Edwards; McGee; Dudley; Barbour) a. Metabolism, location of ADH, reason for problems with methanol. b. Blood Alcohol Content (BAC) [http://www.beertown.org/education/calc/bac/bac.aspx] c. Withdrawal symptoms (Hangovers) 5. Sensory Analysis: To get students thinking about using their senses when consuming food, we usually have a blind tasting in class. Past examples include: a) Coke with high fructose corn syrup, Coke with cane sugar, and Diet Coke; b) Tonic water, club soda, and flavored carbonated water. The notes below are from the Beer Judge Certification Program (BJCP) interim Exam Study Guide. Although they are specific to beer evaluation the concepts are applicable to all areas of food sensory evaluation. a. Aroma: (Berlitz, et al.) listed below are a few examples of the types of aromas possible i. Fruity: Esters, such as isoamyl acetate (banana), hexyl acetate (green apple) ii. Citrus: such as limonene (orange), geranial (lemon), myrcene (hops) iii. Buttery: diacetyl iv. Cooked corn, vegetal: dimethyl sulfide Notes: When a beer judge smells a beer, the judge is literally inhaling small particles of the beer. The sense of smell works by detecting molecules that are diffused into the air. These molecules are inhaled into the sinus cavity where receptors (olfactory cells) detect and translate the chemical information contained in the molecules into information that the brain can interpret. Several things influence a judge's ability to detect the variety of aromas in beer. First, there are different densities of the receptors found in different people. Hence, some judges may simply be more sensitive to odors than are other judges. Second, the receptor cells can be damaged through exposure to strong substances (e.g., ammonia, nasal drugs), and this damage may take several weeks to heal. Third, changes in the thickness of the mucus that lines the nasal cavity may influence a judge's sensitivity. Any molecules that are detected by the olfactory cells must pass through a mucus lining, so daily changes in the thickness of that lining influences our sensitivity from day to day. The thickness of the lining can be influenced by sickness (e.g., colds), or exposure to a variety of allergens or irritants (e.g., pet dander, dust, smoke, perfume, spicy foods). Therefore, judges need to take into account their current levels of sensitivity, given their health and exposure to substances that could interfere with their sense of smell. Finally, the olfactory cells become desensitized to repeated exposure to the same odors. As a result, a beer judge may be less able to detect subtle aromas as a judging session progresses. One way to remedy this problem is to occasionally take deep inhales of fresh air to flush the nasal cavity. Another way to lessen desensitization to certain odors is to sniff something that has a completely different odor (e.g., sniffing your sleeve) (Eby; Palamand). Regardless of a judge's ability to detect various odors in beer, that ability is useless if the judge cannot use accurately descriptive terms to communicate information to the brewer. Hence, it is important for beer judges to build a vocabulary for describing the variety of odors (and knowledge of the source of those odors). Meilgaard presents a useful taxonomy of beer-related odors. His organizational scheme categorizes 33 aromas into 9 overall categories (oxidized, sulfury, fatty, phenolic, caramelized, cereal, resinous, aromatic, and sour). Beer judges should make efforts to expand their scent recognition and vocabulary. b. Appearance: color, clarity c. Flavor: i. Desired flavors: sweet, bitter, sour, fruity, toasty, cheesy ii. Undesired flavors/flaws: Stale/cardboard (2-trans-nonenal), butterscotch (diacetyl) The sense of taste is very similar to the sense of smell. Taste is the sense through which the chemical constituents of a solid are detected and information about them is transmitted to the brain. The molecules are detected by four types of taste buds that are on the tongue and throat. Sweetness is detected on the tip of the tongue. Saltiness is detected on the front and sides of the tongue. Sourness is detected on the sides of the tongue toward the back of the mouth. And, bitterness is detected on the back of the tongue near the throat. In addition, sweetness, sourness, and bitterness can be detected on the palate (i.e., roof of the mouth). Since all of these flavors are present in beer, it is important that beer judges completely coat the inside of their mouths with beer when evaluating it and that the beer be swallowed. As is true for the scent receptors in the nose, different people have different densities of taste buds and, thus, have different sensitivities to various flavors. Also, taste buds can be damaged (e.g., being burnt by hot food or through exposure to irritants like spicy foods, smoking, or other chemicals), so a judge's sensitivity may be diminished until taste buds can regenerate (about 10 days). Judges need to be aware of their own sensitivities and take into account recent potential sources of damage when evaluating beers. In addition, taste buds can be desensitized to certain flavors because of residual traces of other substances in the mouth. Therefore, it is best for judges to rinse their mouths between beers and to cleanse their palates with bread or saltless crackers (Eby; Palamand). Of course, as is true for the sense of smell, a judge's ability to taste substances in beer is useless unless that judge can accurately identify the substance and use appropriate vocabulary to communicate that information to a brewer. Meilgaard's categorization system for beer flavors includes 6 general categories (fullness, mouthfeel, bitter, salt, sweet, and sour) consisting of 14 flavors that may be present in beer. Judges should continually improve their abilities to detect flavors that are in beer, their abilities to use appropriate words to describe those perceptions, and their knowledge of the sources of those flavors so that brewers can be provided with accurate and informative feedback concerning how to improve recipes and brewing procedures. d. Mouthfeel: body, creaminess, carbonation level III. Societal and Cultural Impacts of Fermentation: (Barbour; Edwards; Hornsby; Skilnik; Tamime; Blocker, et al ; Legras, J-L., et al.) One specific example, addressing A and B below, is the debauchery of London due to gin in the mid-1700s. This was largely caused by the higher alcohol content in gin, the lack of a need for a license to produce and sell it, and its very cheap price; the latter due to a lack of taxation on gin and its starting materials. Many people shifted away from beer and ale due to higher costs from taxation on malt (beginning in 1614), taxation on hops (1711), and excises on the finished product. Additionally, by the early 1700s laws were in place to limit hours of operation and attendance in public houses and breweries. A. Taxation and Regulation: The development of the European Union (EU) has led to many new universal standards for production, which small, historical producers are finding interfere with traditional methods. Many of these small, local producers face costly (monetary and quality loss) changes or going out of business. B. Alcohol Temperance: C. Social Isolation and Identification: 1 The isolation of some Americans during WWI and WWII, based on their production and consumption of sauerkraut. 2 The identification of people from Wisconsin as "cheeseheads" solely based on the state's production of that food product. Typical, but not limiting, course content for the international component: The overseas destination for the course will change on a regular basis at the discretion of the instructors. As a result, the content and the student experiences will vary. However, this portion of the course will strive to stimulate thoughts on the impact of fermentation on other cultures and to develop a global perspective. This will be achieved through visits to fermentation related sites, discussions with people involved in fermentation, and observation of local people. Furthermore, in order to help the students gain a better appreciation of a global society, students will visit and tour other cultural and historical locations. Examples of international component content and rationale: I. Belgium: A. Fermentation-related: 1 De Halve Maan Brewery, Brugge. This brewery has been in operation since at least 1564, based on city records. The brewery has undergone some renovations and modernization through about 1950. This tour provides the students an opportunity to see a commercial brewery from the 1950s that now runs as a microbrewery. There are also discussions during the tour of the history and cultural aspects of the brewery through history. 2. Rodenbach Brewery, Roeselare. This brewery has been in operation since the early 1700s and produces unusual sour beers, using a mixed culture fermentation, followed by aging in oak vessels for up to three years. The students experience a Belgian lunch prepared to be complimented by the beer produced in the brewery. The students also tour the brewery, including the modern fermentation rooms, which are off-limits to the general public. In the past, students had the opportunity to talk with the master brewer. 2 Cantillon Brewery, Brussels. This is the last lambic brewery within the city limits of Brussels. The students tour the facility with the assistant brewer, who is the son-in-law of the master brewer. The complete staff of the brewery is less than 10 people. During the tour, the historical aspects of sour beer are discussed and how the palate of the public has changed to prefer sweeter foods over sour foods. 3 Abbey of Sint-Sixtus of Westvleteren, Westervleteren: This Cistercian/Trappist abbey was been in operation at this location since 806. Although students are not allowed in the abbey or brewery, the Claustrum can be toured and students can speak with some of the monks to discuss monastic life and the role fermentation has played in the abbey. It is generally believed that St. Arnold (Arnold of Oudenaarde) in the middle 1000s proclaimed that the people should drink beer over water to avoid sickness. It was not understood at the time that this was just a result of boiling the water/beer. Additionally, abbeys brewed beer as "liquid bread" that could be consumed during times of fasting. B. Other: 1 Brugge: Procession of the Holy Blood on Ascension Day. This is the annual event in Brugge, where the local residents re-enact stories from the Bible through the Crusades, when a relic, a vial containing blood from Jesus Christ, was brought to Brugge. 2. Ieper: Students have the opportunity to see how Belgians interact with people of the British Commonwealth, as Ieper was the location of many battles during WWI. As a result many British school and tour groups vist Ieper. Our students visit the daily "last post" at the Menin Gate (which is on the Canadian $10 bill) and the In Flanders Fields museum. In this latter tour the students witness the impact of chemical warfare and the bombing of Ieper, which was completely leveled by the end of WWI. Upon leaving the museum the students realize that the town was completely rebuilt in the same style as before WWI. 2 Gent: Students have visited Sint-Bavo's Cathedral, which was started in the 1400s and completed in 1569. This cathedral also houses the Gent Altarpiece/Adoration of the Mystic Lamb, by Jan and Hubert Van Eyck, Flemish primitive artists and some of the first artists to work with oil paints. This work was completed in 1432 and is about 4 m x 5 m in size. This visit gives the students an understanding of the impact religion has had on Belgian society and dramatically introduces the idea that the United States is relatively young. We put this in perspective by commenting that this work of art was here about 450 years before the Declaration of Independence was signed. 3 Brussels: The students tour the Grand Place, which developed as the location of the guild houses, including brewers and bakers, for the community. II. Scotland A. Fermentation related: 1 Edinburgh: Students visited the International Center for Brewing and Distilling at Heriot-Watt University. They met with the former director of the center and learned about the role of the center in fermentation science. 2. Oban: The students visited and toured the Oban Distillery and learned about the impact of maturation on the flavor profile of scotch. They also had an opportunity to chat with the hotel owner in the hotel's pub. They learned first-hand the impact of a pub on life in Scotland and had the opportunity to sample a classic Scottish dessert (Tablet) from the hotel kitchen-after hours. 2 Dufftown: The students visited Glenfiddich Distillery and had a chance to see a malting facility in action at Balvenie Distillery. The latter is one of the only remaining distilleries that still operates their own floor malting facility. At Glenfiddich, students were able to compare operations to the distillery in Oban and talk about the differences in the whisky produced in each location. B. Other: 1 Edinburgh: Students visited Edinburgh Castle and learned about its role in Scottish history. 2 Oban: Students witness the role of the ocean on daily Scottish life, as Oban is a port for a day-boat fleet. The students also explored the nearby Isle of Mull and the regional ferries required to transport people and goods between the isles. 3 Dufftown: The students had a chance to wander this small town (population: 1600). The students again witnessed the pub culture and discussed international politics with some of the locals. Students also visited Balvenie Castle, which is now a partial ruin. However, it was possible to see how important bread and brewing were, as there were specific facilities, separate from the kitchens, for these activities. Students also noticed the differences in details between the lord's and lady's quarters. The former's were purely functional, while the latter's contained more fanciful details. III. Czech Republic: This trip is in the final planning stages. As a result the information below is a demonstration of our intentions of student experiences. A. Fermentation related: 1 Starobrno, a large, international, commercial brewery 2 Cerna Hora, a smaller, regional brewery 3 Pegas, a microbrewery 4 National Wine Salon in Valtice. This will introduce the impact of wine and the EU on the Czech Republic. 5 Olomouc, source of a cheese unique to the Czech Republic B. Other: 1. Brno a. Villa Tugendhat, designed and built by Mies van der Rohe and it is a UNESCO World Heritage Site b. Mendel Museum, where Gregor Mendel performed most of his science in meteorology and genetics. c. Moravian Karst, students will tour one of the many caves in Moravia and see how the chemistry of water is modified by minerals in the ground. This will also provide an opportunity to discuss the differences in beer between Moravia and Bohemia. d. Prague Resources: We are currently using course reserves and the reference section of the library. As we develop course materials, I believe that we will explore on-line course reserves as well as posting within Angel. Bibliography: Historical and Social Specific: Barbour, S. ed, Alcohol Opposing Viewpoints, Greenhaven Press, San Diego, CA 1998, 218 pp. Barnett, J.A. “A History of Research on Yeasts 1: Work by Chemists and Biologists, 1789-1850” Yeast, 1998, 14, 1439–1451. Barnett, J.A. “A History of Research on Yeast 2: Louis Pasteur and his Contemporaries, 1850–1880.” Yeast, 2000, 16, 755–771. Barnett, J.A. “A History of Research on Yeasts 3: Emil Fischer, Eduard Buchner and Their Contemporaries, 1880–1900” Yeast, 2001, 18, 363–388. Barnett, J.A. “A History of Research on Yeasts 4: Cytology Part I, 1890-1950” Yeast, 2002, 19, 151–182. Barnett, J.A. “A History of Research on Yeasts 4: Cytology Part II, 1950-1990” Yeast, 2002, 19, 745–772. Barnett, J.A. “A History of Research on Yeasts 5: The Fermentation Pathway” Yeast, 2003, 20, 509–543. Barnett, J.A. “A History of Research on Yeasts 6: The Main Respiratory Pathway” Yeast, 2003, 20, 1015–1044. Barnett, J.A. “A History of Research on Yeasts 7: Enzymic Adaptation and Regulation” Yeast, 2004, 21, 703–746. Barnett, J.A. “A History of Research on Yeasts 8: Taxonomy” Yeast, 2004, 21, 1141–1193. Barnett, J.A. “A History of Research on Yeasts 9: Regulation of Sugar Metabolism” Yeast, 2005, 22, 835–894. Barnett, J.A. “A History of Research on Yeasts 10: Foundations of Yeast Genetics” Yeast, 2007, 24, 799–845. Blocker, Jr. J.S.; Fahey, D.M.; Tyrrell, I.R., eds. 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A History of Beer and Brewing, The Royal Society of Chemistry, Cambridge, UK, 2003, 742 pp. Lipman, T.O. “Vitalism and Reductionism in Liebig's Physiological Thought.” Isis; An International Review Devoted to the History of Science and its Cultural Influence, 1967, 58, 167–185. Pilcher, J.M. Food in World History, Routledge, NY, NY, 2006, 132 pp. Skilnik, B. Beer & Food: An American History, Jefferson Press, Lookout Mountain, TN, 2007, 246 pp. Todhunter, E.N. “A Historical Perspective on Fermentation Biochemistry and Nutrition.” Fermented Food Beverages Nutrition, 1979, 83–98. Science-Specific: Bamforth, C.W. Scientific Principles of Malting and Brewing, American Society of Brewing Chemists, St. Paul, MN, 2006, 246 pp. Bamforth, C.W. Food, Fermentation and Micro-organisms, Blackwell Science, Oxford, England, 2005, 216 pp. Beckett, S.T. 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It was also our intent to be general in the course proposal to allow flexibility for other instructors, in the future, to adapt the course to their areas of interest. We believe that we have addressed you concerns and will be available to the committee should you have any further questions. This course proposal was approved for General Education, Intellectual Issues, Explorations in the Natural Sciences by the General Education Board and reported to Faculty Assembly on 3 March 2008. IP_Adress: 129.3.17.12